Grade Level: 8 Numbers of Days: 3-5 Days Topic:Real life applications of the Pythagorean Theorem
PART I:
Objectives Student will understand that the Pythagorean Theorem is everywhere in the world. Student will know right angle, right triangle, hypotenuse, legs, Pythagorean Theorem formula Students will be able to recognize right triangles in the real world and believe that they can use the Pythagorean Theorem in the world. Product: Brochure or iMovie
Maine Learning Results (MLR) or Common Core State Standards (CCSS) or Next Generation Science Standards (NGSS) Alignment Common Core State Standards Content Area: Geometry Grade Level: Grade 8 Domain: Geometry Cluster: Understand and apply the Pythagorean Theorem Standard: 7. Apply the Pythagorean Theorem to determine the unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions
Rationale: Students will be introduced to what the Pythagorean Theorem is and then find right triangles in the real-world and explain how they would use the Pythagorean Theorem.
Assessments Pre-Assessment: (Lesson 1 only)
Pre-Test Survey that will assess whether they know what the Pythagorean Theorem is or when and where it could be used in the real world and if they realize they can use it to find distances.
Formative (Assessment for Learning) Section I – checking for understanding strategy during instruction
I will check for understanding by playing charades because they all have to think of a word relating to the Pythagorean Theorem and try to act it out and guess what the other person is acting out. Section II – timely feedback for products (self, peer, teacher)
The teacher will have students assess their peers from an evaluation checklist and comment sheet that will have questions relating to if they now know what the Pythagorean Theorem is and if they would be able to find examples in the real world, along with being able to ask the teacher questions. The teacher will comment back to the students on their checklist and comment sheet.
Summative (Assessment of Learning): Brochure: Find three examples of where you would use the Pythagorean Theorem in the real world. Then, create a brochure where you are trying to convince someone who does not think the Pythagorean Theorem is relevant to them. Use pictures and captions and be creative making your brochure engaging. 40 points OR iMovie: In a group, find right triangles in the real world, whether you take pictures or videos, or even use Google Earth. Then, create a short iMovie commercial trying to sell the Pythagorean Theorem to consumers. 40 points
Integration Technology (SAMR):
The brochure would be at an augmentation level because the students have to use technology to write text and pictures and explain examples where they would find the Pythagorean Theorem in the real world. The iMovie would be modification because students have to edit video clips and put them together with music that are both pertaining to where they would want to use the Pythagorean Theorem in the real world and why, which they would not be able to without the technology. History:
Students will learn about where the Pythagorean Theorem came from when it is introduced, and who Pythagorus was and what impact he had on math. Music:
Students will see the lyrics to "Geometry is Killa Hot" and will be able to learn them to be able to remember how to use the Pythagorean Theorem.
Groupings Section I - Graphic Organizer & Cooperative Learning used during instruction
Students will brainstorm by themselves and then as a class to fill out the Idea Rake to realize the Pythagorean Theorem is in multiple places. Students will then have a Team Project to find right triangles in the classroom and where they can use the Pythagorean Theorem.
Section II – Groups and Roles for Product
When students create a brochure, they would be taking on the role of persuading someone who thinks that the Pythagorean Theorem is not useful for anything in the real world. They can work with a partner or by themselves. If students choose to create a short iMovie, they will have to find where the Pythagorean Theorem could be used in the real world and why they would use it in their examples. They will be working with a group of 3 if they choose to create an iMovie and their goal is to create a commercial to convince people that they can use the Pythagorean Theorem in the real world. Differentiated Instruction MI Strategies Logical: Students will learn what the Pythagorean Theorem formula is and where they can find it in the real world. Verbal: The teacher will have the class brainstorm with her about where they might find right triangles and want to use the Pythagorean Theorem in the real world. Visual: Students will have to make a brochure or an iMovie where they need to find pictures of right triangles. Musical: When introducing the lesson, students will watch the Ron Clark Video about geometry and mentions the Pythagorean Theorem. Intrapersonal: Students will brainstorm about where they think there are right triangles in the real world. Interpersonal: Students will have to find right triangles in the classroom and find where they could use the Pythagorean Theorem and why with a group. Kinesthetic: When students play charades they will have to act out a word relating to the Pythagorean Theorem. Naturalist: Students will have to find an example in nature of where the Pythagorean Theorem could be used. Modifications/Accommodations From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. Plan for accommodating absent students:
If you miss a class, it is your responsibility to get your missing work and notes. Any handouts you missed will be in the back of the room in your class's folder with your name on them. After you get the notes from a peer and your handouts, discuss with me your due dates as I am willing to compromise depending on circumstances. If you have missed more than three days in a row, we can work out an alternative assignment.
Extensions Technology (SAMR): Gifted Students:
If the student is gifted and they are creating an iMovie commercial, they could try to figure out to make their commercial seen by as many people as possible to raise awareness that the Pythagorean Theorem can be used in the real world. If they choose to do the brochure, they are to find out how they would get their brochure published to a company that would want their brochure to advertise.
Materials, Resources and Technology List all the items you need for the lesson.
Bulleted list of EVERYTHING I need for the lesson. handouts, what are they, index cards, markers, laptops, rubrics
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (1-2 pages)
Describe your classroom arrangement.
They will be arranged in a right triangle, all facing the front. Agenda (include days and times) Day 1
1) Introduction to Unit Syllabus (5 Minutes)
2) Pre-Assessment Test (25 Minutes)
3) Hook Video Ron Clark Geometry (5 Minutes)
4) Who is Pythagoras? What did he do? Segway into right triangle. Pythagoras Rap (10 minutes)
5) Short What is a right triangle? (5 Minutes)
6) Idea Rake Brainstorm Individually (Where are there right angles?) (7 Minutes)
7) Brainstorm as a class on board (What did we come up with?) Thoughts? (23 minutes)
Assignment: Come to class with a new example of where there's a right triangle that is not in class. Interview two people outside of class if they know where there is a right triangle in the world. Read syllabus and come to class with questions. Day 2 1) Review (5-10 Minutes) 2) Charades with groups (25 Minutes) 3) Pythagorean Theorem Video (3 minutes) 4) Formula is introduced (30 minutes) 5) Exit Card (12 minutes) Assignment: Short worksheet of solving triangles. Day 3 1) Review formula (10 Minutes) 2) ABC Summaries Activity (15 minutes) 3) Introduce Brochure or iMovie Assignment (25 minutes) 4) Have them choose their assignment, assign partners (10 minutes) 5) More examples (15 minutes) 6) Exit Card (5 Minutes) Assignment: Come to class with ideas for project. Day 4
Work Session (80 minutes)
Assignment: Come to class with Brochure or iMovie about ready to present.
Day 5
Work Session (10 minutes)
Presentations (70 minutes)
Teaching and Learning Sequence(Include all hyperlinks of the above URL's in this section.)
The desks will be arranged in a right triangle to give the excitement right when they walk in the room. Students will understand that the Pythagorean Theorem is everywhere in the real world and they will be able to connect right triangles and the Pythagorean Theorem to their life. As a Pre-Assessment for the unit, students will take a test survey that will not be graded, so I know where the students stand with right triangles and the Pythagorean Theorem. It will assess whether they know how to find distances and and if they can relate the real world to the Pythagorean Theorem. I am going to hook my student by the video Geometry is Killa Hot and give them the lyrics that has the Pythagorean Theorem explained briefly.
Where, Why, What, Hook Tailors: The MI's used during this section would be musical, naturalist, visual, and verbal.
SecondParagraph Student will know right angle, right triangle, hypotenuse, legs, Pythagorean Theorem formula. The graphic organizer idea rake will be used to brainstorm where students can use the Pythagorean Theorem; they will brainstorm individually and then as a class. Students will play charades with key words about the Pythagorean Theorem. Then students will also do the ABC summary activity where everyone gets a letter and they have to think of something that relates to the Pythagorean Theorem and they will do this as a class to check for understanding and complete an exit card Equip, Explore, Rethink, Tailors: Verbal, Kinesthetic, Intrapersonal, Interpersonal, Naturalist
ThirdParagraph Students will be able to recognize right triangles in the real world and believe that they can use the Pythagorean Theorem in the world. Students can create a brochure with 3 examples of where Pythagorean Theorem is used in the world or make a short IMovie and find right triangles in the world and explain how they would use the Pythagorean Theorem. If students choose the IMovie, they can work in a group of 3, if they choose a brochure, they can work by themselves or with a partner. They will be given the tutorial for iMovie if that is their product. If they choose brochure, they will be given brochure tips website. Students will be grouped by first if they want to do the iMovie or brochure, then I will choose their partners from there. They will have to fill out a project reflection when they are done so I will know who contributed to what, but I can also watch during class. They will have an exit card that will assess themselves on how they feel about the Pythagorean Theorem also during this lesson. The teacher will have students assess their peers from an evaluation checklist and comment sheet that will have questions relating to if they now know what the Pythagorean Theorem is and if they would be able to find examples in the real world, along with being able to ask the teacher questions. Experience, Revise, Refine, Tailors: Verbal, Inerpersonal, Intrapersonal, Visual
FourthParagraph Experience, Revise, Refine, Tailors:List MI's you used during this section.
Students will self-assess when they are done their projects. I will give them timely feedback on their exit cards and their projects, and also always feed backing in class when I feel necessary. The product will be scored using rubrics and feedback. This will connect right into using the Pythagorean Theorem to find unknown distances and being able to find unknown distances in the real world. Evaluate, Tailors: Interpersonal
Teacher Content Notes Students will know right angle, right triangle, hypotenuse, legs, Pythagorean Theorem formula. Develop detailed content notes so a substitute or a colleague can teach your lesson. (1-2pages)
Handouts List the items that need to be printed out for the lesson.
Evaluation Checklist
Pre-Test Survey
Exit Card
Rubrics for Brochure and iMovie
Idea Rake Organizer
Ron Clark Video lyrics
Syllabus
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: Students will have the assignments very clearly written and explained on handouts, and they will also have access to agendas on the class Wiki. They will know what is expected of them with rubrics.
Microscope:There will be a pre-assessment and a lot of discussion about where the Pythagorean Theorem can be used int he real world.
Puppy:Students will have times to reflect on how they are feeling with the content and there will be check ins to see how everyone is doing.
Beach Ball:Students will be able to be creative when making an iMovie or brochure.
Rationale:This demonstrates competency with the standard by introducing students with the concept of iMovie and brochures and how the Pythagorean Theorem is a real life application.
Standard 6 -Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Pre-Assessment:Give students a Pre-Assessment Survey to gather what students know about the Pythagorean Theorem already.
Formative: Section I – checking for understanding strategy during instruction: Students will do the ABC summaries activity and charades in class to develop their knowledge of the Pythagorean Theorem and for the teacher to also see where the class stands. They will complete an exit card also to see where they stand and how they are feeling. Section II – timely feedback for products (self, peer, teacher): Students will reflect on their projects after they present and fill out an exit card reflecting on themselves and the class on how well they have learned the Pythagorean Theorem. The teacher will give feedback the next day on their projects and they will receive feedback on their exit cards the next day also.
Summative:Students will create either an iMovie or Brochure that will use the Pythagorean Theorem in the real world application. It will be clear to the teacher if the students know what the Pythagorean Theorem is and how they could potentially use it in the world.
Rationale: Students will not be graded at any point during formative assessment. Everything accomplished during formative assessment will set students up for success for their summative assessment. The summative assessment will incorporate everything they have learned about the Pythagorean Theorem.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge: Students will know right angle, right triangle, hypotenuse, legs, Pythagorean Theorem formula. (See content notes)
MLR or CCSS or NGSS Common Core State Standards Content Area: Geometry Grade Level: Grade 8 Domain: Geometry Cluster: Understand and apply the Pythagorean Theorem Standard: 7. Apply the Pythagorean Theorem to determine the unknown side lengths in right triangles in real-world and mathematical problems in two and three dimension
Facet:Empathy, Self- Knowledge
Rationale: Students will be introduced to what the Pythagorean Theorem is and then find right triangles in the real-world and explain how they would use the Pythagorean Theorem.
Standard 8 -Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies: Verbal: The teacher will have the class brainstorm with her about where they might find right triangles and want to use the Pythagorean Theorem in the real world. Logic: Students will learn what the Pythagorean Theorem formula is and where they can find it in the real world. Visual: Students will have to make a brochure or an iMovie where they need to find pictures of right triangles. Musical: When introducing the lesson, students will watch the Ron Clark Video about geometry and mentions the Pythagorean Theorem. Kinesthetic: When students play charades they will have to act out a word relating to the Pythagorean Theorem. Intrapersonal: Students will brainstorm about where they think there are right triangles in the real world. Interpersonal: Students will have to find right triangles in the classroom and find where they could use the Pythagorean Theorem and why with a group. Naturalist: Students will have to find an example in nature of where the Pythagorean Theorem could be used.
SAMR:The iMovie will be at a redefinition level because the students will have the chance to create a movie they never could have created without the software. The brochure will put students at a modification level because students will be able to create their own pictures, texts, etc.
Rationale: Throughout this lesson, activities vary so much and students are being so active in their learning that all eight intelligences will be used. While this is a just an introductory lesson, students create a mini project that will ensure they made connections
NETS STANDARDS FOR TEACHERS 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale: a, b, c, d
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
COLLEGE OF EDUCATION
LESSON PLAN FORMAT
Teacher’s Name: Ms. Carey Lesson #: 1 Facets: Empathy and Self- Knowledge
Grade Level: 8 Numbers of Days: 3-5 Days
Topic: Real life applications of the Pythagorean Theorem
PART I:
Objectives
Student will understand that the Pythagorean Theorem is everywhere in the world.
Student will know right angle, right triangle, hypotenuse, legs, Pythagorean Theorem formula
Students will be able to recognize right triangles in the real world and believe that they can use the Pythagorean Theorem in the world.
Product: Brochure or iMovie
Maine Learning Results (MLR) or Common Core State Standards (CCSS) or Next Generation Science Standards (NGSS) Alignment
Common Core State Standards
Content Area: Geometry
Grade Level: Grade 8
Domain: Geometry
Cluster: Understand and apply the Pythagorean Theorem
Standard: 7. Apply the Pythagorean Theorem to determine the unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions
Rationale: Students will be introduced to what the Pythagorean Theorem is and then find right triangles in the real-world and explain how they would use the Pythagorean Theorem.
Assessments
Pre-Assessment: (Lesson 1 only)
Pre-Test Survey that will assess whether they know what the Pythagorean Theorem is or when and where it could be used in the real world and if they realize they can use it to find distances.
Formative (Assessment for Learning)
Section I – checking for understanding strategy during instruction
I will check for understanding by playing charades because they all have to think of a word relating to the Pythagorean Theorem and try to act it out and guess what the other person is acting out.
Section II – timely feedback for products (self, peer, teacher)
The teacher will have students assess their peers from an evaluation checklist and comment sheet that will have questions relating to if they now know what the Pythagorean Theorem is and if they would be able to find examples in the real world, along with being able to ask the teacher questions. The teacher will comment back to the students on their checklist and comment sheet.
Summative (Assessment of Learning):
Brochure: Find three examples of where you would use the Pythagorean Theorem in the real world. Then, create a brochure where you are trying to convince someone who does not think the Pythagorean Theorem is relevant to them. Use pictures and captions and be creative making your brochure engaging. 40 points
OR
iMovie: In a group, find right triangles in the real world, whether you take pictures or videos, or even use Google Earth. Then, create a short iMovie commercial trying to sell the Pythagorean Theorem to consumers. 40 points
Integration
Technology (SAMR):
The brochure would be at an augmentation level because the students have to use technology to write text and pictures and explain examples where they would find the Pythagorean Theorem in the real world. The iMovie would be modification because students have to edit video clips and put them together with music that are both pertaining to where they would want to use the Pythagorean Theorem in the real world and why, which they would not be able to without the technology.
History:
Students will learn about where the Pythagorean Theorem came from when it is introduced, and who Pythagorus was and what impact he had on math.
Music:
Students will see the lyrics to "Geometry is Killa Hot" and will be able to learn them to be able to remember how to use the Pythagorean Theorem.
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
Students will brainstorm by themselves and then as a class to fill out the Idea Rake to realize the Pythagorean Theorem is in multiple places. Students will then have a Team Project to find right triangles in the classroom and where they can use the Pythagorean Theorem.
Section II – Groups and Roles for Product
When students create a brochure, they would be taking on the role of persuading someone who thinks that the Pythagorean Theorem is not useful for anything in the real world. They can work with a partner or by themselves. If students choose to create a short iMovie, they will have to find where the Pythagorean Theorem could be used in the real world and why they would use it in their examples. They will be working with a group of 3 if they choose to create an iMovie and their goal is to create a commercial to convince people that they can use the Pythagorean Theorem in the real world.
Differentiated Instruction
MI Strategies
Logical: Students will learn what the Pythagorean Theorem formula is and where they can find it in the real world.
Verbal: The teacher will have the class brainstorm with her about where they might find right triangles and want to use the Pythagorean Theorem in the real world.
Visual: Students will have to make a brochure or an iMovie where they need to find pictures of right triangles.
Musical: When introducing the lesson, students will watch the Ron Clark Video about geometry and mentions the Pythagorean Theorem.
Intrapersonal: Students will brainstorm about where they think there are right triangles in the real world.
Interpersonal: Students will have to find right triangles in the classroom and find where they could use the Pythagorean Theorem and why with a group.
Kinesthetic: When students play charades they will have to act out a word relating to the Pythagorean Theorem.
Naturalist: Students will have to find an example in nature of where the Pythagorean Theorem could be used.
Modifications/Accommodations
From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students:
If you miss a class, it is your responsibility to get your missing work and notes. Any handouts you missed will be in the back of the room in your class's folder with your name on them. After you get the notes from a peer and your handouts, discuss with me your due dates as I am willing to compromise depending on circumstances. If you have missed more than three days in a row, we can work out an alternative assignment.
Extensions
Technology (SAMR): Gifted Students:
If the student is gifted and they are creating an iMovie commercial, they could try to figure out to make their commercial seen by as many people as possible to raise awareness that the Pythagorean Theorem can be used in the real world. If they choose to do the brochure, they are to find out how they would get their brochure published to a company that would want their brochure to advertise.
Materials, Resources and Technology
List all the items you need for the lesson.
Bulleted list of EVERYTHING I need for the lesson. handouts, what are they, index cards, markers, laptops, rubrics
Source for Lesson Plan and Research
List all URL and describe.
http://www.eduplace.com/graphicorganizer/pdf/idearake.pdf Graphic Organizer
https://www.youtube.com/watch?v=cYvw7_TrAXs Introduction Hook
https://www.youtube.com/watch?v=J79_0h3ozS0 iMovie Tutorial
http://study.com/academy/lesson/pythagorean-theorem-definition-example.html Pythagorean Theorem Standard Explanation
http://www.creativebloq.com/graphic-design-tips/how-to-design-a-brochure-123267 Tips for creating a Brochure
http://www.brighthubeducation.com/homework-math-help/36639-applications-of-pythagoras-theorem-in-real-life/ Use this for reasons to use the Pythagorean Theorem in the real world
https://www.mathsisfun.com/pythagoras.html Other way of Explanation of Pythagorean Theorem with Video
https://www.youtube.com/watch?v=nbopLhP4kpo Pythagoras Rap
https://quizlet.com/19696663/pythagorean-theorem-vocabulary-flash-cards/ Pythagorean Theorem Vocabulary that I can use some for charades
http://edu221resources.wikispaces.com/file/view/cooperative_learning_strategies.pdf/426402320/cooperative_learning_strategies.pdf Cooperative Learning strategies, where they will do the Team Project
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (1-2 pages)
Describe your classroom arrangement.
They will be arranged in a right triangle, all facing the front.
Agenda (include days and times)
Day 1
1) Introduction to Unit Syllabus (5 Minutes)
2) Pre-Assessment Test (25 Minutes)
3) Hook Video Ron Clark Geometry (5 Minutes)
4) Who is Pythagoras? What did he do? Segway into right triangle. Pythagoras Rap (10 minutes)
5) Short What is a right triangle? (5 Minutes)
6) Idea Rake Brainstorm Individually (Where are there right angles?) (7 Minutes)
7) Brainstorm as a class on board (What did we come up with?) Thoughts? (23 minutes)
Assignment: Come to class with a new example of where there's a right triangle that is not in class. Interview two people outside of class if they know where there is a right triangle in the world. Read syllabus and come to class with questions.
Day 2
1) Review (5-10 Minutes)
2) Charades with groups (25 Minutes)
3) Pythagorean Theorem Video (3 minutes)
4) Formula is introduced (30 minutes)
5) Exit Card (12 minutes)
Assignment: Short worksheet of solving triangles.
Day 3
1) Review formula (10 Minutes)
2) ABC Summaries Activity (15 minutes)
3) Introduce Brochure or iMovie Assignment (25 minutes)
4) Have them choose their assignment, assign partners (10 minutes)
5) More examples (15 minutes)
6) Exit Card (5 Minutes)
Assignment: Come to class with ideas for project.
Day 4
Work Session (80 minutes)
Assignment: Come to class with Brochure or iMovie about ready to present.
Day 5
Work Session (10 minutes)
Presentations (70 minutes)
Teaching and Learning Sequence (Include all hyperlinks of the above URL's in this section.)
The desks will be arranged in a right triangle to give the excitement right when they walk in the room. Students will understand that the Pythagorean Theorem is everywhere in the real world and they will be able to connect right triangles and the Pythagorean Theorem to their life. As a Pre-Assessment for the unit, students will take a test survey that will not be graded, so I know where the students stand with right triangles and the Pythagorean Theorem. It will assess whether they know how to find distances and and if they can relate the real world to the Pythagorean Theorem. I am going to hook my student by the video Geometry is Killa Hot and give them the lyrics that has the Pythagorean Theorem explained briefly.
Where, Why, What, Hook Tailors: The MI's used during this section would be musical, naturalist, visual, and verbal.
Second Paragraph
Student will know right angle, right triangle, hypotenuse, legs, Pythagorean Theorem formula. The graphic organizer idea rake will be used to brainstorm where students can use the Pythagorean Theorem; they will brainstorm individually and then as a class. Students will play charades with key words about the Pythagorean Theorem. Then students will also do the ABC summary activity where everyone gets a letter and they have to think of something that relates to the Pythagorean Theorem and they will do this as a class to check for understanding and complete an exit card
Equip, Explore, Rethink, Tailors: Verbal, Kinesthetic, Intrapersonal, Interpersonal, Naturalist
Third Paragraph
Students will be able to recognize right triangles in the real world and believe that they can use the Pythagorean Theorem in the world. Students can create a brochure with 3 examples of where Pythagorean Theorem is used in the world or make a short IMovie and find right triangles in the world and explain how they would use the Pythagorean Theorem. If students choose the IMovie, they can work in a group of 3, if they choose a brochure, they can work by themselves or with a partner. They will be given the tutorial for iMovie if that is their product. If they choose brochure, they will be given brochure tips website. Students will be grouped by first if they want to do the iMovie or brochure, then I will choose their partners from there. They will have to fill out a project reflection when they are done so I will know who contributed to what, but I can also watch during class. They will have an exit card that will assess themselves on how they feel about the Pythagorean Theorem also during this lesson. The teacher will have students assess their peers from an evaluation checklist and comment sheet that will have questions relating to if they now know what the Pythagorean Theorem is and if they would be able to find examples in the real world, along with being able to ask the teacher questions.
Experience, Revise, Refine, Tailors: Verbal, Inerpersonal, Intrapersonal, Visual
Fourth Paragraph
Experience, Revise, Refine, Tailors: List MI's you used during this section.
Students will self-assess when they are done their projects. I will give them timely feedback on their exit cards and their projects, and also always feed backing in class when I feel necessary. The product will be scored using rubrics and feedback. This will connect right into using the Pythagorean Theorem to find unknown distances and being able to find unknown distances in the real world.
Evaluate, Tailors: Interpersonal
Teacher Content Notes
Students will know right angle, right triangle, hypotenuse, legs, Pythagorean Theorem formula.
Develop detailed content notes so a substitute or a colleague can teach your lesson. (1-2pages)
Handouts
List the items that need to be printed out for the lesson.
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: Students will have the assignments very clearly written and explained on handouts, and they will also have access to agendas on the class Wiki. They will know what is expected of them with rubrics.
Microscope: There will be a pre-assessment and a lot of discussion about where the Pythagorean Theorem can be used int he real world.
Puppy: Students will have times to reflect on how they are feeling with the content and there will be check ins to see how everyone is doing.
Beach Ball: Students will be able to be creative when making an iMovie or brochure.
Rationale: This demonstrates competency with the standard by introducing students with the concept of iMovie and brochures and how the Pythagorean Theorem is a real life application.
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Pre-Assessment: Give students a Pre-Assessment Survey to gather what students know about the Pythagorean Theorem already.
Formative:
Section I – checking for understanding strategy during instruction: Students will do the ABC summaries activity and charades in class to develop their knowledge of the Pythagorean Theorem and for the teacher to also see where the class stands. They will complete an exit card also to see where they stand and how they are feeling.
Section II – timely feedback for products (self, peer, teacher): Students will reflect on their projects after they present and fill out an exit card reflecting on themselves and the class on how well they have learned the Pythagorean Theorem. The teacher will give feedback the next day on their projects and they will receive feedback on their exit cards the next day also.
Summative: Students will create either an iMovie or Brochure that will use the Pythagorean Theorem in the real world application. It will be clear to the teacher if the students know what the Pythagorean Theorem is and how they could potentially use it in the world.
Rationale: Students will not be graded at any point during formative assessment. Everything accomplished during formative assessment will set students up for success for their summative assessment. The summative assessment will incorporate everything they have learned about the Pythagorean Theorem.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge:
Students will know right angle, right triangle, hypotenuse, legs, Pythagorean Theorem formula. (See content notes)
MLR or CCSS or NGSS
Common Core State Standards
Content Area: Geometry
Grade Level: Grade 8
Domain: Geometry
Cluster: Understand and apply the Pythagorean Theorem
Standard: 7. Apply the Pythagorean Theorem to determine the unknown side lengths in right triangles in real-world and mathematical problems in two and three dimension
Facet: Empathy, Self- Knowledge
Rationale: Students will be introduced to what the Pythagorean Theorem is and then find right triangles in the real-world and explain how they would use the Pythagorean Theorem.
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies:
Verbal: The teacher will have the class brainstorm with her about where they might find right triangles and want to use the Pythagorean Theorem in the real world.
Logic: Students will learn what the Pythagorean Theorem formula is and where they can find it in the real world.
Visual: Students will have to make a brochure or an iMovie where they need to find pictures of right triangles.
Musical: When introducing the lesson, students will watch the Ron Clark Video about geometry and mentions the Pythagorean Theorem.
Kinesthetic: When students play charades they will have to act out a word relating to the Pythagorean Theorem.
Intrapersonal: Students will brainstorm about where they think there are right triangles in the real world.
Interpersonal: Students will have to find right triangles in the classroom and find where they could use the Pythagorean Theorem and why with a group.
Naturalist: Students will have to find an example in nature of where the Pythagorean Theorem could be used.
SAMR: The iMovie will be at a redefinition level because the students will have the chance to create a movie they never could have created without the software. The brochure will put students at a modification level because students will be able to create their own pictures, texts, etc.
Rationale: Throughout this lesson, activities vary so much and students are being so active in their learning that all eight intelligences will be used. While this is a just an introductory lesson, students create a mini project that will ensure they made connections
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale: a, b, c, d
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale: a, b, c, d